Graphic Organizer: Classroom-Library Lesson Plan Deconstruction
Reading Comprehension Strategy: Using Sensory Images
Instructional Level: Grades 7-8; Advancing
Planning · Reading Comprehension Strategy (RCS) v Name the RCS: Using sensory images v Which AASL ONE or TWO indicators align with this reading comprehension strategy? Note both the number and the actual language of the indicator. · 1.1.6: Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning · 4.1.3: “Respond to literature and creative expression of ideas in various formats and genres.”
Agreed
· Reading Development Level: Advancing Note: The levels indicated on the CRCSSSL lesson plans correspond roughly as follows: Advancing: Grades 7-8 Advanced: Grades 9-10 Challenging: Grades 11-22
However, these are approximations. Depending on the reading proficiency of the students with whom you work, these grades levels should be adjusted up or down. For example, I have used some of the advanced lessons in CRCSESL with less proficient 8th-grade students.
· Instructional Strategies (List them!) · Cues and Questions · Classifying · Notemakeing and Summarizing · Cooperative Learning · Cues, questions, graphic organizers · Summarizing and note-taking
Review these strategies on page 16 in CRCSSSL.
v Which of these research-based instructional strategies have you used in your teaching? Name them. · I have used summarizing and note taking and cooperative learning. · I have used summarizing and note-taking in my classroom teachings as well as cooperative learning and questions.
Summarizing and notemaking (and questioning) are essential to library instruction. Designing cooperative learning should also be one of our strengths.
v Which of these instructional strategies do you need to learn? Name them and describe them. I would say that questioning is a weak point for me. I have limited classroom time and this is a perishable skill that takes time to develop. I need more practice with questioning to achieve a flow during teaching.
Questioning is not an easy strategy to teach. In addition to educator-posed questions, we need to encourage students to maintain a questioning stance as they read any text. This is critical to effective inquiry-based learning as well reading comprehension.
· While I have used questions in my classroom teachings, it is something that I struggle with in my teachings. I need to learn to be more natural in my questioning techniques. I also need to learn to use cues in my classroom and become more proficient with graphic organizers. While I have used GOs in my classes, I don’t use them nearly as often as I should because I am not very comfortable using them yet.
Graphic organizers are important tools for assessing students comprehension before, during, and after instruction (learning outcomes, too.) Many school librarians start with Exit Slips as a quick way to assess what students are taking away from our instruction. I encourage you to use the collaborative lesson plan assignment to develop one or more graphic organizers aligned with the learning objectives. These can provide data that proves a positive impact on student achievement.
· Lesson Length v What are your questions about the lesson length? You must have at least one. See page 17 (CRCSSSL). Can this lesson be shortened by 1 or 2 sessions and still be effective? This lesson is listed as 6 or 7 sessions and it just seems a little long on paper.
Agreed. Published lesson plans require that every detail be written. It seems you think it could not be shortened and be effective. It certainly could not address all of the standards cited in a shorter time frame.
· What if you cannot squeeze all of the lesson into one classtime? How do you prioritize what gets cut and what stays in? How do you manage your time more effectively?
Scheduling in the library is a challenge. Relying on the classroom teacher's knowledge of students is important. Are these motivated, fast learners? Do these students need more time? Will students do homework if it's assigned? This is where collaborative planning is critical.
Note: If you have worked within the constraints of a fixed schedule in which students come to the library just one time per week, there are many options for increasing the amount of time you spend with students. School librarians must think about the fact that NO other teachers in their buildings introduce and teach a concept on Tuesday morning at 10:00 and NEVER mention it again until the next Tuesday morning at 10:00. This is simply not an effective instructional practice.
What are your strategies for getting out of the fixed schedule library box? Not answered.
· Purpose v How is the purpose of the lesson connected—or not connected—to your idea of the type of instruction that “should” take place in the school library? · This lesson connects to the traditional ideals of library instruction in that a librarian is seen as a promoter of literacy, which is what this lesson does. This lesson teaches students to use sensory images within the text to better understand and comprehend the material they are reading. This promotes literacy.
· This lesson disconnects from the traditional ideals because most people do not think of librarians as going after a detailed instruction where students learn things other than how to find books, or at the most where librarians read a book and students do an activity based on the book they read. In this lesson, the librarian and teacher work together to bring separate outside materials together and use a book as a tool to teach them about using sensory images. The book is not the lesson, it is merely one of the tools used.
The library is a room with books and computers, much like any classroom, except with a few more of these tools. With the prevalence of wi-fi and mobile devices, just about any room can be a ‘library’. It’s not the room that makes the lessons effective, it’s the educators and how well they engage the students. The purpose of the lesson is to use sensory images to deepen comprehension. Given the required tools, this can be accomplished in the classroom or the library, or even outside. Should there be a distinction between the lessons cotaught in the library and those tcoaught in the classroom? Why or why not? If so, what are the criteria?
· Objectives Review Bloom’s Taxonomy:__http://ww2.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm__ v List at least one verb that is used to name what students will do for every objective in this lesson; list the corresponding level on Bloom’s. Use this chart. Example:
Objective
Verb
Level on Bloom’s
Objective 1
Identify
Comprehension
Objective 1
Define
Remembering
Objective 2
Distinguish
Analyzing
Objective 3
Classify
Understanding
Objective 4
Evaluate
Evaluating
Objective 5
Create
Creating
Objective 1
Use
Remembering
Objective 2
Distinguish
Understanding
Objective 3
Categorize
Analyzing
Objective 4
Self-Assess
Evaluating
Objective 5
Compose
Creating
Perform
Creating
Excellent analysis · Resources, Materials, and Equipment (List them!) Children’s Literature, Young Adult Literature, or Other Resources · The Middle Passage: White Ships / Black Cargo, by Tom Feelings · The Atlantic Slave Trade, by Johannes Postma · 4.1 Teacher resource--Primary Source Excerpts (from The Atlantic Slave Trade) Websites · Slave Trader Text Set · Internet Pathfinder: www.storytrail.com/impact12/slave.htm
Graphic Organizers (Graphic organizers for both books are on the ALA Editions Web Extras Web site.) · Notemaking Graphic Organizer · 4.1 Teacher Resource--Completed Notemaking Graphic Organizer (for Olaudah Equiano) · 4.1 List / Group / Label Graphic Organizer · 4.1 Teacher Resource--Completed List / Group / Label Graphic Organizer · 4.1 Notemaking and Works Consulted Rubric · 4.1 Blues Poem Assignment Sheet and Rubric Please use these and other graphic organizers/rubrics on the ALA Editions Web site as models for your own. Materials · Blues music or call-and-response African-American spiritual music · Rhyming dictionaries (or use online resource found on Internet Pathfinder)
Equipment · Internet access · Data projector, overhead, or interactive whiteboard or document camera if available
v Which are the different formats or genres used to support learners? Visual learners are supported by video and picture books. Auditory learners are supported by video and blues sample audio clips or CDs. · The materials used (i.e., music, graphic organizers, text, illustrations, etc.) support auditory learning and visual learning in order to support the different types of learners in the student body.
Agreed.
v Which technology tools are used? If technology is not used in this lesson, do you think there are appropriate tools to help students meet the lesson objectives? Name those tools and how you would use them. · Internet access, pathfinder, whiteboard are the technology tools used in this lesson. · Internet websites are used, the projector, overhead, or whiteboard are also used as well as the music used in the lesson
-Collaboration v How does this lesson maximize the benefits of two (or more) educators coteaching? Be specific. · Together, the two educators model responding to sensory input, locating information, and notemaking from the mentor texts; they model distinguishing primary and secondary sources and different ways of notemaking from multiple sources; they monitor students’ research processes; they guide and assess students’ notemaking, Works Consulted, and poem final project.
· Through the collaboration of two or more educators in this lesson, the students are more closely monitored because the student-to-teacher ratio is reduced by half. This allows more monitoring and more guidance for the students.
Agreed. A huge advantage in coteaching for strategy instruction is to demonstrate that different readers/learners respond to texts in different ways. That can be much more authentically demonstrated by two educators than by one.
· Assessment v Are there multiple methods/tools for educators to assess student outcomes? If there’s one, name it. If there are multiple, name them. · The educators monitor student negotiations and how the text evokes sensory images, student notemaking and bibliographies, if the poem format was used, and for specific, positive feedback. · There is an ongoing informal assessment throughout the lesson as the educators monitor the students’ progress. · The students share with their group members throughout the lesson allowing for assessments to take place as educators move through the room and listen to the groups. · The educators assess the students’ understanding of the lesson as the students call out words or phrases.
Agreed.
v Are there opportunities for learners to self assess? (AASL Strand #4: Self-Assessment Strategies) What are they? · Students self- and peer-assess the graphic organizers, notes and responses, blues poem stanzas, and rubrics. · Students self-assess as they share and work on graphic organizers in groups. · Students self-assess using their rubrics for the poems they create.
Self-assessment takes time and it is not regularly practiced. This is an important contribution to lesson design/learning that school librarians can bring to the collaboration table.
· Standards (List them!) Reading and/or writing Listening and speaking Other content areas Information literacy Educational technology · Reading keywords · History keywords
v What content-area standards are integrated into this lesson? List them. Use specific standards from state standards in Texas or the state you and your partner have negotiated. · §110.20. English Language Arts and Reading, Grade 8, Beginning with School Year 2009-2010; (b): o (7) Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to analyze passages in well-known speeches for the author's use of literary devices and word and phrase choice (e.g., aphorisms, epigraphs) to appeal to the audience.
Agreed.
o (8) Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to explain the effect of similes and extended metaphors in literary text. o (9) Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to analyze works written on the same topic and compare how the authors achieved similar or different purposes
Agreed.
o (15) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to: (B) write a poem using: § (i) poetic techniques (e.g., rhyme scheme, meter); § (ii) Figurative language (e.g., personification, idioms, hyperbole); and § (iii) graphic elements (e.g., word position)
Agreed.
v Which AASL indicators align with this lesson? Give both the number and the description for each. · 1.1.3: Develop and refine a range of questions to frame the search for new understanding. · 1.1.4: Find, evaluate, and select appropriate sources to answer questions. · 1.1.6: Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. · 1.3.3: Follow ethical and legal guidelines in gathering and using information. · 2.1.2: Organize information so that it is useful. · 3.2.3: Demonstrate teamwork by working productively with others. · 3.4.2: Assess the quality and effectiveness of the learning product. · 4.4.4: Interpret new information based on cultural and social context.
Agreed but even though I selected these I think it's too many. When you select standards for your lesson plan, be discriminating. Less is more.
Implementation · Process Motivation Motivation is also known as “anticipatory set” in the Madeline Hunter, EEI lesson plan design.
v Will this invitation to learn be effective in capturing students’ interest? Why or why not?
This invitation to learn WILL be effective in capturing student interest because it attracts the students senses and emotions. The cues from the illustrations will activate student emotions and create an interest in the lesson. The think-aloud will also stimulate emotion and sensory feelings.
I think the most effective motivators are on days one and seven. Day one shows illustrations of the squalid, inhumane conditions aboard slave ships. Though I presume the illustrations are not too graphic because they are for children, they still have the power that forces us to look, much like passers-by cannot help but look at a traffic accident. Day seven incorporates blues and gospel type music and any music used in the classroom is always fun and motivating.
When I have taught these lessons, it is the non-linguistic representation of how slaves were packed in the ship's hold that makes the illustrations in Tom Feelings' wordless book stick with students.
v What are your ideas to increase student buy-in to this lesson? Give at least one.
To increase student “buy-in”, educators could possibly add sound effects with screams or sounds from the slave ships.
Educators could have students act out the scene(s) on the ship and illustrate the sensory words. (terrifying screams, etc.)
Educators could bring in props (i.e., shanks, time-appropriate apparel, ship wood, etc.).
Agreed if these were available. Genealogy is history: View testimonials of people talking about their own family histories and ancestors’ experiences with slavery. I think the most effective way is if other teachers or employees in the building could visit with their stories, but it could also be done by watching videos on the internet or clips from ‘Genealogy Roadshow’ or ‘Who Do You Think You Are?’. Never let a published lesson plan inhibit your creativity. Student-friendly Objectives v Are these objectives at the instructional level of the targeted students? Give an example.
The objectives are clear, and the vocabulary used in them are words an eighth grade student should be familiar with. For example, students should be familiar with “Group and label the terms by sense” (Moreillon, 53). Eighth grade students should know what each of these terms mean and what is expected of them in the lesson.
I think the objectives of using their senses, distinguishing sources, making notes, citing sources, organizing information, using rubrics, and composing and performing a partial poem are all clear and well within the reach of eighth grade students.
Agreed.
v Are there terms in these objectives that may need to be taught to students? Give an example.
All of these words SHOULD be familiar to eighth grade students, but they may need additional information on the terms “sensory” and “sense”. If these words are unfamiliar or students need a refresher on what these terms mean, the educators will need to spend additional class time on this element.
I would not expect eighth grade students to know what ‘stakeholders’ means. They could possibly extrapolate the meaning from context with consistent usage over time, but I think they would need the dictionary initially. Also, I’m not sure how much poetry the read / write at that level, but the term, ‘stanza’ could be substituted with ‘paragraph’.
Agreed. We should always anticipate teaching academic vocabulary shy away from using it.
Presentation v Describe the modeling aspect of this lesson.
Educators model the participation procedures through think-alouds when the educators take turns recording the information and going through a bookwalk.
The educators model responding to visual / sensory input, finding and identifying primary and secondary sources, and notemaking from multiple sources in multiple formats.
Agreed.
v How are the benefits of two or more educators maximized in the presentation component?
The educators use each other by taking turns doing the bookwalk and recording the sensory words onto the whiteboard. The educators offer each other support and feed off each other during the course of the lesson.
Agreed. This ensures that the lesson moves along at a quick pace and that one educator is always focused on/facing the students (especially practice in middle school).
Both educators are able to monitor students’ research process, and guide and provide feedback for their notemaking, works cited, and final product. These benefits come later in the lesson.
Student Participation Procedures or Student Practice Procedures v Are the directions clear? Give an example.
The directions are written in a clear, cohesive manner which will enable the students to understand their responsibilities and duties. For example, one procedure states “Raise hand to suggest a word or short phrase. (Moreillon, 53).This direction is simple and clear so that the student will be left with no doubt about what is expected of them.
Overall, most directions are clear. Two that I would clarify further would be Day 1, (2): Label each group by sense. I would list the senses in the directions; and Day 4-5, (3): Label notes with ‘P’ or ‘S’. I would spell out primary and secondary in parentheses next to it.
If your professional judgment says students need more explicit notations, then that is, of course, what you should do. Again, I librarian attempting to figure that out without consulting with the classroom teacher would be impossible.
Guided Practice v How are the benefits of two or more educators maximized in the guided practice component?
Educators will benefit each other by allowing a higher degree of monitoring to the students. The students will be afforded more time with the educators and the educators will be allowed to monitor the students more closely since there will be two educators covering the area of the entire class.
Both educators perform the same monitoring activities and provide the same support for all the students. This means the students have two resources for feedback available to them. If one educator is engaged with a student or group, the other educator may be free allowing for less ‘wait time’ and more ‘doing time’ for the students.
Agreed.
Closure v Are students active in the closure component? What are students doing for closure?
Students are active during the closure element of the lesson because they will be sharing their column heading examples and label with the class.
Students are active during closure by having volunteers share labeled column heading examples, identifying the stakeholders, describing the person / ship, and emotional responses, share partially completed poems, highlighting notes, and participate in group discussions. Agreed. Educators often make the mistake of summarizing the learning for students. That saves time, but does not assess or reinforce student learning.
Reflection v How is the reflection component related to the learning objectives?
The reflection is related to the learning objectives because it uses the same vocabulary and ideas as the objectives do.
The reflections were worded to reiterate and reinforce the learning objectives.
Agreed.
· Extensions v What are your other ideas for extensions to this lesson? Describe at least one.
Students will create a drawing/illustration based on the sensory images gathered from the literary materials in the lessons.
I think inviting the students to do more inquiry research in the library on slavery in other cultures and times (Ancient Greece, Rome, Jews in Egypt, etc.) can lead into discussions about today’s slavery: bride buying in India and human trafficking in general, for example. Human trafficking is prevalent in Houston. It is in the news often enough that students know of its existence, may even know of families in their communities that are closely affected by it, and want to explore ideas to eliminate it.
Excellent. Slavery is not only a historical issue as the curriculum standards might suggest. Bringing history into currrent events is always a plus for students.
Remember: Extensions are further invitations to classroom-library collaboration. They are worth thinking about during the planning stage!
Works Consulted: Moreillon, Judi. Collaborative Strategies for Teaching Reading Comprehension Strategies in Secondary School Libraries: Maximizing Your Impact. Chicago: ALA Editions, 2012.
***I sent you an email a few seconds ago… So just in case you don’t get it in time (I just now checked my emails, we’d been out riding horses for awhile and just came in) can we please please please meet at 9:00 instead of 8:30 so I can feed my boys real quick??? It’s their Spring Break this week, so they are staying up a little later…. Thanks!!! ~Theresa
Howdy! Okay, I invited you to my wiki. Hi! I’m so sorry! I completely lost track of time!!!! Maybe it’s old age disease...I completely forgot from the time I emailed you originally until I walked in from the gym and checked my email. duh! Lol! I know, I was just sitting there watching TV and then I was like Oh my Gosh, what time is it!!! Did you get my wiki invitation? Yes maam! I am trying to accept the invite right now. I tried a second ago, but it said it was a private wiki by invite only… So I’m trying again, and if it doesn’t work, I’ll just request an invitation and you can approve me… :-) That happened in the first assignment too….
Weird. I just checked permissions and it says protected, not private. Yes, maybe try again tomorrow. If I recall others had issues getting into my wiki, but my last partner got in.
Well, the first partner I had, we used her wiki and she invited me but it said invite only just like yours did. But I think I remember a link to request an invite and I’m not seeing it on yours…. I’ll look more though…
I’m reviewing the AS again. Looks like we need to choose a lesson plan and a mind mapping tool. Not that we have to choose that tonight, of course, I’m just thinking aloud. By the way, I have both books.
Okay, I reviewed it earlier, but I’ll look at it again real quick as well and I’ll mess with the wikis later on as well… I don’t need to do that right now….
Ok, I only have the Secondary book...And yes, I think that is what we have to do for this week…
Have you looked at the graphic organizer wiki sample?
Yes! That is what I was about to comment on… The worksheet that she wants us to cut, paste, and use on the wiki is confusing… I’m not sure if it’s just because I’m tired and my mind isn’t really functioning, or if it really is confusing…. I especially don’t understand the table… Is that what we fill out??? I don’t get it…. No, I don’t really get it either. It doesn’t look like a graphic organizer to me, but I think we can work around that. What really caught my attention was the part: “each member of the partnership must respond to each bullet.” There’s about 23 bullets. Okay, yes I saw that… and I think it says afterwards something about unless it is a single answer question… Oh! I didn’t realize there were that many!!!! Oh my gosh! I don’t think we have to answer them together at the same time or anything like Cats expected us to do…. ??? No, she is much more flexible. I don’t think we need to answer the bullets at the same time, but each of us does need to say something. Yes! I think that’s fine. I don’t think the order in which we answer and make responses to each bullet matters, so long as it gets done. You’re probably right. We do need to figure out the start of the worksheet, I think it was which age/grade the lesson is for and a couple other questions… Let me re-look...Oh, it was “instructional level”, “lesson plan” and “prewriting/thinking tools”....
I understand about Cats; he was enough to make anyone drink. I will say his methods were annoying, but the end products were good. Forgot...
True, and he gave us a lot to think about as well…
Okay, so do you have any preference on grade level??? No preference really; I did say middle school. Oh I know: no one else has posted any questions yet for this project on BB. And I also wanted to say since we are doing three projects in a row, we don’t necessarily have to stick to her timeline (other than turn-ins). In other words, we can just keep the train rolling…
Oh I’m so glad you said that because I would much rather just get all of this out of the way!!! The end of semester project is already killing me as well… and I know it’s just going to sneak up on all of us and bite us in the rear…. Ugh!!! Okay, so is 8th grade okay???? Grade eight is great! How’s that for a slogan? Yes, that marketing project is definitely a sneaky snowballer. I think the artifacts is what will save us.
Yea well, we haven’t really done that much… We started really well, but then came the next group project and everything kind of got pushed to the side, so we’re about to start booking it this week… In addition to this one!!! Yes, I also find spring break to really break my stride. Yes! I had planned on getting a bunch of this done, but when it came time to do it, I couldn’t make myself do anything….. : -/ Girl, please! My plan was to catch up on all my readings that I’m still behind on for both classes...didn’t happen.Lol, well we just needed the break….:-)
Have you used any of the mind mapping tools that she has listed in the sample wiki Web 2.0 tools???? I’ve used poplet and padlet I used mindmeister, but it was like a year ago I think and the problem with that one is it costs money… If I remember correclty, it worked good and I think made a bubble map???? Anyway, but it does charge you, or it gives you a 30-day trial… But I think you put in your payment info so if you forget to cancel, it charges you…. I’d rather use free stuff that I will be able to access in the future . I agree! She also has mind42 and mindomo. Let me see something…
Check this wiki out. Lists oodles of Web 2.0 stuff:
I don’t know that we need to make any definite choices tonight for either the tool or the lesson plan.
Ok, you’re right… We can just look over the different tools and plans and pick a day/time to meet up on here again??? To make a decision??? Roger that. Perfect! What about Thursday? Tuesday is the collaborate session, Wednesday discussion is due and I’m meeting with the Mktg group Funny because my marketing group is meeting Wed. as well… Thursday sounds great, what time will work best for you??? Sad to say I’m not working, so really anytime. Also, I don’t mind if we type at the same time ;). :-) well, since this week is my boys’ Spring Break, I would prefer to work this week in the evening… But, I’m not working right now either, so after this week I am literally available whenever… No problem. In the evenings after 8:30 works best for me because I go to the gym. that sounds perfect! Okay, so Thursday at 8:30 PM. WE can email, and use the wiki once you get in, to blurt out any ideas before then. sounds great! And I will work on the wiki for a little while tonight, but moreso tomorrow morning when my brain has time to rest… :-0
Sorry, got distracted. She’s posted grades for the last assingment… Oh! Great!!! I guess I need to go check…. So we are meeting on here Thursday at 8:30 and conversing via email and wiki until then... Yes!! Okay! Well have a great rest of the evening :-) and see you Thursday!!!! You too!
20 Mar
Howdy!
Hi Chris! How are you? Just fine. How about you? It doesn’t look like you were able to get into my wiki.
Looking at the mind map sites, I like the look of bubbl.us and it also looks like it’s completely free. My other group started a mindmeister; 3 for free.
spider scribe is 3 for free; creately is one for free and it looks very advanced.
No, I haven’t been able to figure out the wiki yet, I’m working on it though. I sent an email to the wiki people asking for help and he replied that I needed to make sure the email you used to send the invite matches the email on my wiki account. At first I thought this was the problem because I use my yahoo account for stuff too, like the google doc stuff, but that’s not the problem because the wiki email is my school email , which is the same email you used… So I am going to reply to him to see what else he suggests Okay, I had some troubles getting my other partner in as well. I will delete the current invitations and re-invite you. We’ll keep doing it until we get it right!… Ok :) sounds good! I had only ivited twu and gmail. What is your yahoo addy? tlc0106@yahoo.com
As for the mind map sites, I agree with the ones you stated… except I thought the bubbl.us costed money? I thought it was a trial basis???? I like spider scribe, it looks fun and is free, I also saw flowchart.com and exporatree...both of which are free…. I liked the bubbl.us a lot, but I really thought it was a trial… I just hate the trial stuff because I always forget to cancel it…. I’m looking at the site and nowhere so far does it request or mention money or even levels of service. weird, because I have it noted on my paper where I put the notes for each mind map from the teachers site you shared with me the other day… Let me go look real quick, maybe I wrote it on the wrong site???
Okay, I didn’t go so far as to “create an account”, but I did read the terms of service… They make vague comments about charging, but I don’t see anywhere it actually asks for credit card info or anything...
I just invited you with yahoo and twu. Okay, once we are done, I will go onto my emails and try it again…. I just created an account and exported a test map in jpg and web outline, no charges. Okay, here you go, buried under layers: to save an XML backup, you must upgrade, are able to upload images. Looks like free is 3.
This might be bad, but what is XML backup? Web language? Yes, it looks like an alternative? to HTML. Lol, oh, okay…..
Okay, so that one looked good and easy, and I also really liked the spiderscribe.net one a lot a well… Those are my two favs… which are yours??? Spider scribe looks okay. I havent’ ever used any of them, so it doesn’t matter. Yea, same here, I only used that mindmeister one, and it was a trial I think… I’m just voting on how easy the stuff looks to learn to use…. and how appealing to the eye really too…
Let’s use the spiderscribe then. Too easy. Okay, sounds good :-)
Okay, so did you have any preferences about lesson plan??? We said 8th grade right??? We did say 8th. Which ones are you thinking about?
Lol, well I just kinda glanced through them this afternoon…. I liked the 4.1 “Using Sensory Images”... mainly because it looked kind of interesting and it was long and I thought maybe it’d be easier to find all the information for… Again, I’m going for easy here… :-) It’s on page 51 of the secondary book… pages 51-57? It’s supposed to take 7 days…. lol… Being so long might make it harder though, I just thought the more there is to the lesson, the more information can be taken from it… I dont really care which one we use though…. I like the idea of sensory images. It looks like the days are broken into pairs, except for the last two. I think it will be fine. I also have no preference.
Yes, it’s in pairs… lol, I just want to get this done :-) This class has been very challenging!!! I’ve noticed that the SL classes are much more rigorous than the PL classes. That is true.
Did you watch the collaborate session on Tues? Not yet I can send you the slide deck. I think she was addressing the LP (project 3) when she said that ‘motivation is the most important factor of the LP’ and we should only use one reading strategy. Really? Oh, I need to watch the session…. On its way.You rock! Thank you ma’am!!!
Okay, so we know grade 8, with SpiderScribe.net, and lesson 4.1… What else do we need to do??? How often do you want to meet on here???? And how do you want to do the questions??? Do you want to do them on here first or straight on the wiki when I get in???? The checklist / rubric has questions in two categories: Planning and Implentation. it would be more beneficial for each of us to take one half of each section so we are exposed to both. You have a lot more experience teaching than me, so this is really for my benefit. :) WE both have to comment on each item anyway.
The wiki thing is still no working…. Sorry, I was trying it really quick… I’ll re-email the wiki guy and email Dr. M to see if maybe she knows…
Okay, I agree… You want to take the first half of the planning and the second half of the implementation, and then we’ll switch???? OK, I think I got myself confused. Start over: the rubric is simply a checklist to make sure we didn’t miss anything. Let’s forget about that now. The Graphic Organizer is the thing we need to answer questions about. Yes! That is the thing that is divided in two categories… It’s also on pages 17-18 of the secondary book (and I assume the elementary one as well???) I just counted the “Planning” and there are 20 bullets (I counted the smaller bullets as one each) and there are 10 in the “Implementation”, but that might not be right because if there is a big bullet and then smaller bullets categorizing the big ones, do you count the big ones? That did NOT make sense…. lol, I’ll show you: It’s ok, I got it. It is a much clearer presentation in the book. The GO threw me because it’s not numbered.
Objectives
Resources, Materials, and Equipment
Tween…
Websites…
Lol, okay :-) Yes! The organizer confused me….Maybe that’s why…. I could not understand it….. I’m thinking the wiki may be cumbersome, especially if we want to go out of order or reverse order, jump around, etc. I guess not really, but if we want to work on it at the same time, we already know that doesn’t work. Maybe we should do it on a GD and then paste our work in? I think that’s a better idea! lol I can paste in the skeleton of the GO into the wiki and also a fresh GD? Then we only paste in our responses into the wiki as we work incrementally. Does that make sense? Yes! I think that’ll work good… So we’ll do our work on the GD and then cut and paste onto the wiki? Yes, I think so. I’m just looking if anyone has asked question on BB. ok
Can we edit the graphic organizer only to reflect our grade level? For example, in the graphic organizer, under "Reading Developmental Level" one Note is on CRCSESL. Since we're doing CRCSSSL, can we delete the CRCSESL info? Also, under Instructional Strategies (List them!), can we delete "...on page 13 in CRCSESL or..."? If possible, I'd like the graphic organizer to be specific to our grade level.
You should edit the graphic organizer to reflect the instructional and grade level of the lesson plan you are deconstructing.
I suppose I should provide two graphic organizers - one for each book. No one has suggested that... until now.
That’s the only applicable Q right now. I’m still confused about the mind map. It seems the meat of the assignment is the GO. I feel like the mindmap is fluff and to get us to use a new tool.
From the AS: Use your mind-mapping/brainstorming tool to begin your discussion of the reading comprehension strategy (RCS), the lesson plan and its component parts such as alignment of RCS and S4L, graphic organizers, and the like.
It seems to me that the mind map is fluff and the meat of the assignment is the GO. Not really sure what to do with the mindmap.
Looks like you got dropped. I’ll paste the GO into the wiki and make a new GD with the GO and send you the link. Do you want to start the spider? We can actually do a lot of the work on our own and meet back here on Sunday at 3 PM? to review what we’ve gotten done? I’ll email you, too.
23 MAR
Howdy! I’m working on the GO on the following page. I started at the beginning and am skipping around a bit. Hey! Okay, after reviewing everything and looking at the graphic organizer again, I see that I completely didn’t do it right… I am going to have to go back through and redo all the stuff that I did…. I will do that in the morning and interweave it through all the stuff you have…. :-/ Did you use the checklist / rubric instead of the GO? Dang it!!! No…. I was having problems reading the GO, so I just went off the book list of stuff… I didn’t realize all the extra stuff on the GO was stuff we had to answer…. Ugh! It seems as thoughw we answer the diamonds only. I agree, the GO is hard to read. sorry. Certainly you can cut and paste your work in instead of recreating the wheel?Yes, I can use parts of it, I just need to add a bunch….
Okay, so I do not understand what we are supposed to put on the brainstorming thing… I made the spider thing…. But I have no clue what goes on it…. I put the lesson title and then “Planning” and “Implementation” on it… But ????? Somebody asked about the mindmap on the DB. I’m looking it up. Ok….
Dr. M., Debbi and I have made our mindmap and are now looking at the graphic organizer. We have been looking through the checklist to make sure we have everything covered. I am confused about what needs to be on the mindmap and what parts of the checklist can be covered by the graphic organizer. For example: under the "Planning" part of the checklist, one of the points is Collaboration - narrative about specific benefits. On our mindmap we listed how the teacher and librarian collaborated, but just puts things like: monitor students, model synthesizing information from sources, etc. We did not talk about the benefits. Do we need to add more to the mindmap? Maybe I just don't understand what the specific purpose of the mindmap is. Is it JUST to map out the lesson plan we are deconstructing? This would mean that most of the items on the checklist would be covered by looking at our answers on the graphic organizer. Thanks! Kim
Dear Kim, Thank you for your question. We talked about the mindmap in our Collaborate session on Thursday. As you can see on the rubric, there are no specific criteria for the mindmap. In past semesters, some students have used it the way your team seems to have done -- to deconstruct the lesson plan. Others have used the map to outline the seven reading comprehension strategies. Others have used to it think about aligning the inquiry process they will use in their lesson with reading comprehension strategies, or various types of graphic organizers, or assessment. One of the objectives for including the mindmap in this assignment is for you to work collaboratively on a mindmap, learn to use it to organize information in some way, and to consider how you might integrate one or more of these tools into student learning (your collaborate lesson plan). Best, Dr. M.
It is spiderscribe.net, username tklepac@twu.edu, password LS5443…. It only allows one user, so….. Okay, I’ll jot that down. Did they send you an email with a link, etc. If so, please forward that to me, too. Got the email and I’m in. Looks good so far…
So, do you want to reconvene another time, or do we have more to discuss right now?
The GD is doing something funky here… I’m checking to see if I got an email….Ok, I just sent you the email…
I just sent you an invitation to my wiki… I a.m still trying to figure out why I cannot accept your invitation, so... and it worked???? Okay, I just accepted. I see your pic and it says I have been added as a member...You’ll need to make a page or pages for this project. WEll, we have a back up plan now if you cant’ get into mine.
Yes, I’ll take care of that… I’ll also add you as an organizer person… I’m still hoping to figure out your wiki, but we’re getting short on time….. Yes ma’am!!!
So, do we have more to discuss tonight or do we want to set another date for getting together and drive on (though I’m ready to call it quits for today)
I agree, I think we’re pretty much good for now…. I’ll get on tomorrow and add my stuff to the top here and add pages, try more to figure out your wiki…. Then we’ll deal with the mindmap…. Do you want to meet maybe Wednesday or Thursday evening just to make sure we’ve got everything and email each other if we need to???? I was thinking to touch base on Tues / Thurs since it’s due on Fri. however, I have HOA things, so would only be able to meet about 9-9:30ish on those days.
okay, sounds good to me… So 9-9:30 Tuesday???? is that okay? Do you think we’ll have enough done by then? :-) Sounds good…. Sorry, I guess I pushed some wrong buttons….No, it’s been acting weird today. Oh, by the way, the diamonds are small v’s below… Oh! Okay!!! Thanks! Maybe when I get on in the morning, it’ll wok better :-) Lol!!!! Ok :-) Same goes here….I’ll make some comments in the wiki discussion about how you are not able to get in. I need to email her to see if she has any suggestions… I will send that to her tonight...WEll, if there’s nothing else?...goodnight...Okay, bye! Goodnight!!!! “See” you Tuesday!!!! Bye!
_
25 March
Howdy!
Hey maam!!!! Sorry, I was trying to answer a question and then find you :-)
how’s everything going? Welll…...I had a horse colic last night so I haven’t been able to get much work done today or last night, but I am working on it now… I have notes down and I’m trying to morph them into complete answers and everything, but…. Sorry about your horse, or is that you with the colic? lol I actually got stuff done, but not for this project. Pathetic! I did the elevator speech and a brochure for marketing. It was a lot more fun than this. I’m also still working on this GO and have not even touched the spider. s
Lol… I haven’t touched the spider either… And I had to get a project done for another class today because it is due tomorrow night, so when I had a few minutes today I had to do that...But, I’m planning on working on this tonight and at least getting half of it done… Then tomorrow I’ll get the rest done WEll, given the state of our own ineptitudes, do we just want to work through and reconvene on Thursday? That is the do (or due) or die time...
Lol, Yes, I think we should just work through the meeting, we don’t really have anything to discuss ;-) I am definitely going to stay up late working on this and then finish up tomorrow… My hope is that in our Thursday meeting we just finalize everything and then plan the 3.3 assignment…….Okay, I have an HOA meeting on Thursday and potentially can be here no earlier than 9:15. I think we should be prepared to stay up a little late with it; we’ll want to fully review all of our answers, the spider, and set the next work schedule. I’ll probably submit my rubric on Friday after I paste the corrected and confirmed GO into the wiki.
I agree…
Okay, so Thursday then?
Yes ma’am!!! At 9:15 or later…. I’ll be ready this time :-)
Goodnight.Thank you :-) and goodnight!!! See you Thursday!
___
27 Mar
Hey Christine! I just wanted to drop you a note prior to the meeting tonight… I finished my answers (or most of them, I’m going to go re-check after this), but I wanted to let you know that I changed up the format a little. I don’t know if it will show up right when it is put on the wiki, but it was bothering me :-).... I also highlighted one of your answers because I think you may have put the wrong answer there… I think that answer went somewhere else (right above it, and I copied and pasted it in your color for you :-)) But, I just wanted to bring it to your attention so you would know to go back and fix that particular question… It actually wants you to ask questions too… Anyway, I know tonight we are going to go back over the questions, but I just wanted to tell you why I highlighted it!!! Anyway, have a great day and I’ll see you tonight!!!!
Howdy! I’m still working on this thing! blech!
Ugh! I keep moving that up!!! I know! It takes forever!!!!! Okay, hi. I was just checking something out.:-) Hi! How’s everything going? Still trucking on. I’m getting there. Are you all done?Yes ma’am! I made myself finish this morning Let me look at the AS quickly...okay Have you written your reflection, too? Oh crap! I knew I was forgetting something!!!! Dang it!
Okay, so I will need to create another page within the wiki to paste a jpg? of the spider into. I think that will be easier, unless you want to provide the URL to her. Do you think it matters for that? I need to go on there and see… I don’t think that matters… I really think it’s just us using a new tool that we can prospectively use at our job….Let me go look at the spiderscribe stuff real quick… Ok, well it isn’t loading right now…. So I’ll try again in a little bit…
It looks like everything is pretty well done...You mean for the spider? No, I meant for the questions… Well, I am still working on some the questions. I think I left a few blank still and some the answers need a little work. Not many though are blank though, so that’s good, then it’s just checking the answers….Looking at the AS, each one of us turns in a rubric with basically the same info: URl for GO, URL for mindmap, and reflection directly on it. I just want to make sure that we are using the same URL for the mindmap, either directly or on the wiki. Okay, I agree… I am thinking that saving it on the wiki as a jpg might be easier and less problematic, but I’m not sure how to do that… Let me try to sign onto it again…. Two other wikis I checked used a direct link. Maybe we should go that route. Yea, I saw it both ways, but apparently you can only save the file as a .png???? So a direct link might be better…. A png would work, similar to a jpg, but I think smaller? Anyway, I can direct link, but you just need to make sure that it is public or at least not private.Oh! I see… Let me go change that right now… Give me a sec please….Okay, I changed it to “public with link”.... The link is http://www.spiderscribe.net/app/?026bcca0a5122a6a7ea355f4d72b7c19I’m guessing this won’t change when more is added….The link should not change. That is pretty awesome...great job!
:-) It actually turned out to be a pretty cool tool…. I’m sure if you actually paid for the services, it’d be cooler, but…..Yeah, no kidding lol So, do you need to add anything or make changes to the GO? If not, I will copy and paste it into the wiki when I finish. I’ll run back over it again, but I think I’m done… I actually did it on a Word document first so I’ve gone over it a few times already :-/ I had a little time on my hands this morning… The highlights are the ones I need to go over. :-) Okay… I think I’m done… I have my to-do list to finish this up. I also have to do my reflection….. Since I completely forgot….. :-0 when do you want to meet to talk about part 2? I was just about to ask you that…. Do you want to wait until Sunday or Monday night? Give us a chance to get over this one and to read the assignment sheet for the next one??? It’s due next Friday. Can we discuss it tomorrow evening? I have a paper due on Wed in another class, so I need to be more expedient than I currently am.Lol… Tomorrow evening is fine, I just can’t meet too early, I cannot met Saturday, so… What time would work best for you tomorrow? I was just going to ask you that. Whatever time. In the evening that is. I actually think around 9:00 would work the best… Is that okay??? Sounds good: 9 PM. Yes ma’amWill do. Thank you ma’am, you are awesome!!! Oh, I’m blushing...I was going to say you’re awesome, too. :-) Okay, well I’m going to hit the sack because I’m very sleepy…. But please let me know if I need to do anything :-) Sweet dreams… Goodnight!
Benchmark-Scenario
Collaborative Lesson Plan
Lesson Plan Decon
De Angelis in brown
Klepac in purple
Dr. M. in green
Mindmap:
__http://www.spiderscribe.net/app/?026bcca0a5122a6a7ea355f4d72b7c19__Graphic Organizer: Classroom-Library Lesson Plan Deconstruction
Reading Comprehension Strategy: Using Sensory Images
Instructional Level: Grades 7-8; Advancing
Planning
· Reading Comprehension Strategy (RCS)
v Name the RCS: Using sensory images
v Which AASL ONE or TWO indicators align with this reading comprehension strategy? Note both the number and the actual language of the indicator.
· 1.1.6: Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning
· 4.1.3: “Respond to literature and creative expression of ideas in various formats and genres.”
Agreed
· Reading Development Level: Advancing
Note: The levels indicated on the CRCSSSL lesson plans correspond roughly as follows:
Advancing: Grades 7-8
Advanced: Grades 9-10
Challenging: Grades 11-22
However, these are approximations. Depending on the reading proficiency of the students with whom you work, these grades levels should be adjusted up or down. For example, I have used some of the advanced lessons in CRCSESL with less proficient 8th-grade students.
· Instructional Strategies (List them!)
· Cues and Questions
· Classifying
· Notemakeing and Summarizing
· Cooperative Learning
· Cues, questions, graphic organizers
· Summarizing and note-taking
Review these strategies on page 16 in CRCSSSL.
v Which of these research-based instructional strategies have you used in your teaching? Name them.
· I have used summarizing and note taking and cooperative learning.
· I have used summarizing and note-taking in my classroom teachings as well as cooperative learning and questions.
Summarizing and notemaking (and questioning) are essential to library instruction. Designing cooperative learning should also be one of our strengths.
v Which of these instructional strategies do you need to learn? Name them and describe them.
I would say that questioning is a weak point for me. I have limited classroom time and this is a perishable skill that takes time to develop. I need more practice with questioning to achieve a flow during teaching.
Questioning is not an easy strategy to teach. In addition to educator-posed questions, we need to encourage students to maintain a questioning stance as they read any text. This is critical to effective inquiry-based learning as well reading comprehension.
· While I have used questions in my classroom teachings, it is something that I struggle with in my teachings. I need to learn to be more natural in my questioning techniques. I also need to learn to use cues in my classroom and become more proficient with graphic organizers. While I have used GOs in my classes, I don’t use them nearly as often as I should because I am not very comfortable using them yet.
Graphic organizers are important tools for assessing students comprehension before, during, and after instruction (learning outcomes, too.) Many school librarians start with Exit Slips as a quick way to assess what students are taking away from our instruction. I encourage you to use the collaborative lesson plan assignment to develop one or more graphic organizers aligned with the learning objectives. These can provide data that proves a positive impact on student achievement.
· Lesson Length
v What are your questions about the lesson length? You must have at least one. See page 17 (CRCSSSL).
Can this lesson be shortened by 1 or 2 sessions and still be effective? This lesson is listed as 6 or 7 sessions and it just seems a little long on paper.
Agreed. Published lesson plans require that every detail be written. It seems you think it could not be shortened and be effective. It certainly could not address all of the standards cited in a shorter time frame.
· What if you cannot squeeze all of the lesson into one classtime? How do you prioritize what gets cut and what stays in? How do you manage your time more effectively?
Scheduling in the library is a challenge. Relying on the classroom teacher's knowledge of students is important. Are these motivated, fast learners? Do these students need more time? Will students do homework if it's assigned? This is where collaborative planning is critical.
Note: If you have worked within the constraints of a fixed schedule in which students come to the library just one time per week, there are many options for increasing the amount of time you spend with students. School librarians must think about the fact that NO other teachers in their buildings introduce and teach a concept on Tuesday morning at 10:00 and NEVER mention it again until the next Tuesday morning at 10:00. This is simply not an effective instructional practice.
What are your strategies for getting out of the fixed schedule library box?
Not answered.
· Purpose
v How is the purpose of the lesson connected—or not connected—to your idea of the type of instruction that “should” take place in the school library?
· This lesson connects to the traditional ideals of library instruction in that a librarian is seen as a promoter of literacy, which is what this lesson does. This lesson teaches students to use sensory images within the text to better understand and comprehend the material they are reading. This promotes literacy.
· This lesson disconnects from the traditional ideals because most people do not think of librarians as going after a detailed instruction where students learn things other than how to find books, or at the most where librarians read a book and students do an activity based on the book they read. In this lesson, the librarian and teacher work together to bring separate outside materials together and use a book as a tool to teach them about using sensory images. The book is not the lesson, it is merely one of the tools used.
The library is a room with books and computers, much like any classroom, except with a few more of these tools. With the prevalence of wi-fi and mobile devices, just about any room can be a ‘library’. It’s not the room that makes the lessons effective, it’s the educators and how well they engage the students. The purpose of the lesson is to use sensory images to deepen comprehension. Given the required tools, this can be accomplished in the classroom or the library, or even outside.
Should there be a distinction between the lessons cotaught in the library and those tcoaught in the classroom? Why or why not? If so, what are the criteria?
· Objectives
Review Bloom’s Taxonomy:__http://ww2.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm__
v List at least one verb that is used to name what students will do for every objective in this lesson; list the corresponding level on Bloom’s. Use this chart.
Example:
· Resources, Materials, and Equipment (List them!)
Children’s Literature, Young Adult Literature, or Other Resources
· The Middle Passage: White Ships / Black Cargo, by Tom Feelings
· The Atlantic Slave Trade, by Johannes Postma
· 4.1 Teacher resource--Primary Source Excerpts (from The Atlantic Slave Trade)
Websites
· Slave Trader Text Set
· Internet Pathfinder: www.storytrail.com/impact12/slave.htm
Graphic Organizers (Graphic organizers for both books are on the ALA Editions Web Extras Web site.)
· Notemaking Graphic Organizer
· 4.1 Teacher Resource--Completed Notemaking Graphic Organizer (for Olaudah Equiano)
· 4.1 List / Group / Label Graphic Organizer
· 4.1 Teacher Resource--Completed List / Group / Label Graphic Organizer
· 4.1 Notemaking and Works Consulted Rubric
· 4.1 Blues Poem Assignment Sheet and Rubric
Please use these and other graphic organizers/rubrics on the ALA Editions Web site as models for your own.
Materials
· Blues music or call-and-response African-American spiritual music
· Rhyming dictionaries (or use online resource found on Internet Pathfinder)
Equipment
· Internet access
· Data projector, overhead, or interactive whiteboard or document camera if available
v Which are the different formats or genres used to support learners?
Visual learners are supported by video and picture books. Auditory learners are supported by video and blues sample audio clips or CDs.
· The materials used (i.e., music, graphic organizers, text, illustrations, etc.) support auditory learning and visual learning in order to support the different types of learners in the student body.
Agreed.
v Which technology tools are used? If technology is not used in this lesson, do you think there are appropriate tools to help students meet the lesson objectives? Name those tools and how you would use them.
· Internet access, pathfinder, whiteboard are the technology tools used in this lesson.
· Internet websites are used, the projector, overhead, or whiteboard are also used as well as the music used in the lesson
-Collaboration
v How does this lesson maximize the benefits of two (or more) educators coteaching? Be specific.
· Together, the two educators model responding to sensory input, locating information, and notemaking from the mentor texts; they model distinguishing primary and secondary sources and different ways of notemaking from multiple sources; they monitor students’ research processes; they guide and assess students’ notemaking, Works Consulted, and poem final project.
· Through the collaboration of two or more educators in this lesson, the students are more closely monitored because the student-to-teacher ratio is reduced by half. This allows more monitoring and more guidance for the students.
Agreed. A huge advantage in coteaching for strategy instruction is to demonstrate that different readers/learners respond to texts in different ways. That can be much more authentically demonstrated by two educators than by one.
· Assessment
v Are there multiple methods/tools for educators to assess student outcomes? If there’s one, name it. If there are multiple, name them.
· The educators monitor student negotiations and how the text evokes sensory images, student notemaking and bibliographies, if the poem format was used, and for specific, positive feedback.
· There is an ongoing informal assessment throughout the lesson as the educators monitor the students’ progress.
· The students share with their group members throughout the lesson allowing for assessments to take place as educators move through the room and listen to the groups.
· The educators assess the students’ understanding of the lesson as the students call out words or phrases.
Agreed.
v Are there opportunities for learners to self assess? (AASL Strand #4: Self-Assessment Strategies) What are they?
· Students self- and peer-assess the graphic organizers, notes and responses, blues poem stanzas, and rubrics.
· Students self-assess as they share and work on graphic organizers in groups.
· Students self-assess using their rubrics for the poems they create.
Self-assessment takes time and it is not regularly practiced. This is an important contribution to lesson design/learning that school librarians can bring to the collaboration table.
· Standards (List them!)
Reading and/or writing
Listening and speaking
Other content areas
Information literacy
Educational technology
· Reading keywords
· History keywords
v What content-area standards are integrated into this lesson? List them. Use specific standards from state standards in Texas or the state you and your partner have negotiated.
· §110.20. English Language Arts and Reading, Grade 8, Beginning with School Year 2009-2010; (b):
o (7) Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to analyze passages in well-known speeches for the author's use of literary devices and word and phrase choice (e.g., aphorisms, epigraphs) to appeal to the audience.
Agreed.
o (8) Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to explain the effect of similes and extended metaphors in literary text.
o (9) Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to analyze works written on the same topic and compare how the authors achieved similar or different purposes
Agreed.
o (15) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to: (B) write a poem using:
§ (i) poetic techniques (e.g., rhyme scheme, meter);
§ (ii) Figurative language (e.g., personification, idioms, hyperbole); and
§ (iii) graphic elements (e.g., word position)
Agreed.
v Which AASL indicators align with this lesson? Give both the number and the description for each.
· 1.1.3: Develop and refine a range of questions to frame the search for new understanding.
· 1.1.4: Find, evaluate, and select appropriate sources to answer questions.
· 1.1.6: Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.
· 1.3.3: Follow ethical and legal guidelines in gathering and using information.
· 2.1.2: Organize information so that it is useful.
· 3.2.3: Demonstrate teamwork by working productively with others.
· 3.4.2: Assess the quality and effectiveness of the learning product.
· 4.4.4: Interpret new information based on cultural and social context.
Agreed but even though I selected these I think it's too many. When you select standards for your lesson plan, be discriminating. Less is more.
Implementation
· Process
Motivation
Motivation is also known as “anticipatory set” in the Madeline Hunter, EEI lesson plan design.
v Will this invitation to learn be effective in capturing students’ interest? Why or why not?
- This invitation to learn WILL be effective in capturing student interest because it attracts the students senses and emotions. The cues from the illustrations will activate student emotions and create an interest in the lesson. The think-aloud will also stimulate emotion and sensory feelings.
I think the most effective motivators are on days one and seven. Day one shows illustrations of the squalid, inhumane conditions aboard slave ships. Though I presume the illustrations are not too graphic because they are for children, they still have the power that forces us to look, much like passers-by cannot help but look at a traffic accident. Day seven incorporates blues and gospel type music and any music used in the classroom is always fun and motivating.When I have taught these lessons, it is the non-linguistic representation of how slaves were packed in the ship's hold that makes the illustrations in Tom Feelings' wordless book stick with students.
v What are your ideas to increase student buy-in to this lesson? Give at least one.
- To increase student “buy-in”, educators could possibly add sound effects with screams or sounds from the slave ships.
- Educators could have students act out the scene(s) on the ship and illustrate the sensory words. (terrifying screams, etc.)
- Educators could bring in props (i.e., shanks, time-appropriate apparel, ship wood, etc.).
Agreed if these were available.Genealogy is history: View testimonials of people talking about their own family histories and ancestors’ experiences with slavery. I think the most effective way is if other teachers or employees in the building could visit with their stories, but it could also be done by watching videos on the internet or clips from ‘Genealogy Roadshow’ or ‘Who Do You Think You Are?’.
Never let a published lesson plan inhibit your creativity.
Student-friendly Objectives
v Are these objectives at the instructional level of the targeted students? Give an example.
- The objectives are clear, and the vocabulary used in them are words an eighth grade student should be familiar with. For example, students should be familiar with “Group and label the terms by sense” (Moreillon, 53). Eighth grade students should know what each of these terms mean and what is expected of them in the lesson.
I think the objectives of using their senses, distinguishing sources, making notes, citing sources, organizing information, using rubrics, and composing and performing a partial poem are all clear and well within the reach of eighth grade students.Agreed.
v Are there terms in these objectives that may need to be taught to students? Give an example.
- All of these words SHOULD be familiar to eighth grade students, but they may need additional information on the terms “sensory” and “sense”. If these words are unfamiliar or students need a refresher on what these terms mean, the educators will need to spend additional class time on this element.
I would not expect eighth grade students to know what ‘stakeholders’ means. They could possibly extrapolate the meaning from context with consistent usage over time, but I think they would need the dictionary initially. Also, I’m not sure how much poetry the read / write at that level, but the term, ‘stanza’ could be substituted with ‘paragraph’.Agreed. We should always anticipate teaching academic vocabulary shy away from using it.
Presentation
v Describe the modeling aspect of this lesson.
- Educators model the participation procedures through think-alouds when the educators take turns recording the information and going through a bookwalk.
The educators model responding to visual / sensory input, finding and identifying primary and secondary sources, and notemaking from multiple sources in multiple formats.Agreed.
v How are the benefits of two or more educators maximized in the presentation component?
Agreed. This ensures that the lesson moves along at a quick pace and that one educator is always focused on/facing the students (especially practice in middle school).
Both educators are able to monitor students’ research process, and guide and provide feedback for their notemaking, works cited, and final product.
These benefits come later in the lesson.
Student Participation Procedures
or
Student Practice Procedures
v Are the directions clear? Give an example.
- The directions are written in a clear, cohesive manner which will enable the students to understand their responsibilities and duties. For example, one procedure states “Raise hand to suggest a word or short phrase. (Moreillon, 53).This direction is simple and clear so that the student will be left with no doubt about what is expected of them.
Overall, most directions are clear. Two that I would clarify further would be Day 1, (2): Label each group by sense. I would list the senses in the directions; and Day 4-5, (3): Label notes with ‘P’ or ‘S’. I would spell out primary and secondary in parentheses next to it.If your professional judgment says students need more explicit notations, then that is, of course, what you should do. Again, I librarian attempting to figure that out without consulting with the classroom teacher would be impossible.
Guided Practice
v How are the benefits of two or more educators maximized in the guided practice component?
- Educators will benefit each other by allowing a higher degree of monitoring to the students. The students will be afforded more time with the educators and the educators will be allowed to monitor the students more closely since there will be two educators covering the area of the entire class.
Both educators perform the same monitoring activities and provide the same support for all the students. This means the students have two resources for feedback available to them. If one educator is engaged with a student or group, the other educator may be free allowing for less ‘wait time’ and more ‘doing time’ for the students.Agreed.
Closure
v Are students active in the closure component? What are students doing for closure?
- Students are active during the closure element of the lesson because they will be sharing their column heading examples and label with the class.
Students are active during closure by having volunteers share labeled column heading examples, identifying the stakeholders, describing the person / ship, and emotional responses, share partially completed poems, highlighting notes, and participate in group discussions.Agreed. Educators often make the mistake of summarizing the learning for students. That saves time, but does not assess or reinforce student learning.
Reflection
v How is the reflection component related to the learning objectives?
- The reflection is related to the learning objectives because it uses the same vocabulary and ideas as the objectives do.
The reflections were worded to reiterate and reinforce the learning objectives.Agreed.
· Extensions
v What are your other ideas for extensions to this lesson? Describe at least one.
- Students will create a drawing/illustration based on the sensory images gathered from the literary materials in the lessons.
I think inviting the students to do more inquiry research in the library on slavery in other cultures and times (Ancient Greece, Rome, Jews in Egypt, etc.) can lead into discussions about today’s slavery: bride buying in India and human trafficking in general, for example. Human trafficking is prevalent in Houston. It is in the news often enough that students know of its existence, may even know of families in their communities that are closely affected by it, and want to explore ideas to eliminate it.Excellent. Slavery is not only a historical issue as the curriculum standards might suggest. Bringing history into currrent events is always a plus for students.
Remember: Extensions are further invitations to classroom-library collaboration. They are worth thinking about during the planning stage!
Works Consulted:
Moreillon, Judi. Collaborative Strategies for Teaching Reading Comprehension Strategies in Secondary School Libraries: Maximizing Your Impact. Chicago: ALA Editions, 2012.
“Texas Essential Knowledge and Skills for English Language Arts and Reading.” 19 TAC Chapter 110, Subchapter b. Web. 26 March 2014. <__http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110b.html__>.
De Angelis in brown
Klepac in purple.
17 Mar 2014
***I sent you an email a few seconds ago… So just in case you don’t get it in time (I just now checked my emails, we’d been out riding horses for awhile and just came in) can we please please please meet at 9:00 instead of 8:30 so I can feed my boys real quick??? It’s their Spring Break this week, so they are staying up a little later…. Thanks!!! ~Theresa
Howdy! Okay, I invited you to my wiki.
Hi! I’m so sorry! I completely lost track of time!!!! Maybe it’s old age disease...I completely forgot from the time I emailed you originally until I walked in from the gym and checked my email. duh!
Lol! I know, I was just sitting there watching TV and then I was like Oh my Gosh, what time is it!!!
Did you get my wiki invitation?
Yes maam! I am trying to accept the invite right now. I tried a second ago, but it said it was a private wiki by invite only… So I’m trying again, and if it doesn’t work, I’ll just request an invitation and you can approve me… :-) That happened in the first assignment too….
Weird. I just checked permissions and it says protected, not private. Yes, maybe try again tomorrow. If I recall others had issues getting into my wiki, but my last partner got in.
Well, the first partner I had, we used her wiki and she invited me but it said invite only just like yours did. But I think I remember a link to request an invite and I’m not seeing it on yours…. I’ll look more though…
I’m reviewing the AS again. Looks like we need to choose a lesson plan and a mind mapping tool. Not that we have to choose that tonight, of course, I’m just thinking aloud. By the way, I have both books.
Okay, I reviewed it earlier, but I’ll look at it again real quick as well and I’ll mess with the wikis later on as well… I don’t need to do that right now….
Ok, I only have the Secondary book...And yes, I think that is what we have to do for this week…
Have you looked at the graphic organizer wiki sample?
Yes! That is what I was about to comment on… The worksheet that she wants us to cut, paste, and use on the wiki is confusing… I’m not sure if it’s just because I’m tired and my mind isn’t really functioning, or if it really is confusing…. I especially don’t understand the table… Is that what we fill out??? I don’t get it…. No, I don’t really get it either. It doesn’t look like a graphic organizer to me, but I think we can work around that. What really caught my attention was the part: “each member of the partnership must respond to each bullet.” There’s about 23 bullets.
Okay, yes I saw that… and I think it says afterwards something about unless it is a single answer question… Oh! I didn’t realize there were that many!!!! Oh my gosh! I don’t think we have to answer them together at the same time or anything like Cats expected us to do…. ???
No, she is much more flexible. I don’t think we need to answer the bullets at the same time, but each of us does need to say something.
Yes! I think that’s fine. I don’t think the order in which we answer and make responses to each bullet matters, so long as it gets done.
You’re probably right. We do need to figure out the start of the worksheet, I think it was which age/grade the lesson is for and a couple other questions… Let me re-look...Oh, it was “instructional level”, “lesson plan” and “prewriting/thinking tools”....
I understand about Cats; he was enough to make anyone drink. I will say his methods were annoying, but the end products were good. Forgot...
True, and he gave us a lot to think about as well…
Okay, so do you have any preference on grade level??? No preference really; I did say middle school. Oh I know: no one else has posted any questions yet for this project on BB. And I also wanted to say since we are doing three projects in a row, we don’t necessarily have to stick to her timeline (other than turn-ins). In other words, we can just keep the train rolling…
Oh I’m so glad you said that because I would much rather just get all of this out of the way!!! The end of semester project is already killing me as well… and I know it’s just going to sneak up on all of us and bite us in the rear…. Ugh!!! Okay, so is 8th grade okay???? Grade eight is great! How’s that for a slogan? Yes, that marketing project is definitely a sneaky snowballer. I think the artifacts is what will save us.
Yea well, we haven’t really done that much… We started really well, but then came the next group project and everything kind of got pushed to the side, so we’re about to start booking it this week… In addition to this one!!! Yes, I also find spring break to really break my stride. Yes! I had planned on getting a bunch of this done, but when it came time to do it, I couldn’t make myself do anything….. : -/ Girl, please! My plan was to catch up on all my readings that I’m still behind on for both classes...didn’t happen.Lol, well we just needed the break….:-)
Have you used any of the mind mapping tools that she has listed in the sample wiki Web 2.0 tools???? I’ve used poplet and padlet I used mindmeister, but it was like a year ago I think and the problem with that one is it costs money… If I remember correclty, it worked good and I think made a bubble map???? Anyway, but it does charge you, or it gives you a 30-day trial… But I think you put in your payment info so if you forget to cancel, it charges you…. I’d rather use free stuff that I will be able to access in the future . I agree! She also has mind42 and mindomo. Let me see something…
Check this wiki out. Lists oodles of Web 2.0 stuff:
__http://cooltoolsforschools.wikispaces.com/Mapping+Tools__
Sorry, I think that page is for actual maps.. Try this:
__http://cooltoolsforschools.wikispaces.com/Organiser+Tools__
lol, okay, let me check it out...
I don’t know that we need to make any definite choices tonight for either the tool or the lesson plan.
Ok, you’re right… We can just look over the different tools and plans and pick a day/time to meet up on here again??? To make a decision??? Roger that. Perfect! What about Thursday? Tuesday is the collaborate session, Wednesday discussion is due and I’m meeting with the Mktg group Funny because my marketing group is meeting Wed. as well… Thursday sounds great, what time will work best for you??? Sad to say I’m not working, so really anytime. Also, I don’t mind if we type at the same time ;). :-) well, since this week is my boys’ Spring Break, I would prefer to work this week in the evening… But, I’m not working right now either, so after this week I am literally available whenever… No problem. In the evenings after 8:30 works best for me because I go to the gym. that sounds perfect! Okay, so Thursday at 8:30 PM. WE can email, and use the wiki once you get in, to blurt out any ideas before then. sounds great! And I will work on the wiki for a little while tonight, but moreso tomorrow morning when my brain has time to rest… :-0
Sorry, got distracted. She’s posted grades for the last assingment… Oh! Great!!! I guess I need to go check…. So we are meeting on here Thursday at 8:30 and conversing via email and wiki until then... Yes!! Okay! Well have a great rest of the evening :-) and see you Thursday!!!! You too!
20 Mar
Howdy!
Hi Chris! How are you? Just fine. How about you? It doesn’t look like you were able to get into my wiki.
Looking at the mind map sites, I like the look of bubbl.us and it also looks like it’s completely free. My other group started a mindmeister; 3 for free.
spider scribe is 3 for free; creately is one for free and it looks very advanced.
No, I haven’t been able to figure out the wiki yet, I’m working on it though. I sent an email to the wiki people asking for help and he replied that I needed to make sure the email you used to send the invite matches the email on my wiki account. At first I thought this was the problem because I use my yahoo account for stuff too, like the google doc stuff, but that’s not the problem because the wiki email is my school email , which is the same email you used… So I am going to reply to him to see what else he suggests Okay, I had some troubles getting my other partner in as well. I will delete the current invitations and re-invite you. We’ll keep doing it until we get it right!… Ok :) sounds good! I had only ivited twu and gmail. What is your yahoo addy? tlc0106@yahoo.com
As for the mind map sites, I agree with the ones you stated… except I thought the bubbl.us costed money? I thought it was a trial basis???? I like spider scribe, it looks fun and is free, I also saw flowchart.com and exporatree...both of which are free…. I liked the bubbl.us a lot, but I really thought it was a trial… I just hate the trial stuff because I always forget to cancel it…. I’m looking at the site and nowhere so far does it request or mention money or even levels of service. weird, because I have it noted on my paper where I put the notes for each mind map from the teachers site you shared with me the other day… Let me go look real quick, maybe I wrote it on the wrong site???
Okay, I didn’t go so far as to “create an account”, but I did read the terms of service… They make vague comments about charging, but I don’t see anywhere it actually asks for credit card info or anything...
I just invited you with yahoo and twu. Okay, once we are done, I will go onto my emails and try it again…. I just created an account and exported a test map in jpg and web outline, no charges. Okay, here you go, buried under layers: to save an XML backup, you must upgrade, are able to upload images. Looks like free is 3.
This might be bad, but what is XML backup? Web language? Yes, it looks like an alternative? to HTML. Lol, oh, okay…..
Okay, so that one looked good and easy, and I also really liked the spiderscribe.net one a lot a well… Those are my two favs… which are yours??? Spider scribe looks okay. I havent’ ever used any of them, so it doesn’t matter. Yea, same here, I only used that mindmeister one, and it was a trial I think… I’m just voting on how easy the stuff looks to learn to use…. and how appealing to the eye really too…
Let’s use the spiderscribe then. Too easy. Okay, sounds good :-)
Okay, so did you have any preferences about lesson plan??? We said 8th grade right??? We did say 8th. Which ones are you thinking about?
Lol, well I just kinda glanced through them this afternoon…. I liked the 4.1 “Using Sensory Images”... mainly because it looked kind of interesting and it was long and I thought maybe it’d be easier to find all the information for… Again, I’m going for easy here… :-) It’s on page 51 of the secondary book… pages 51-57? It’s supposed to take 7 days…. lol… Being so long might make it harder though, I just thought the more there is to the lesson, the more information can be taken from it… I dont really care which one we use though…. I like the idea of sensory images. It looks like the days are broken into pairs, except for the last two. I think it will be fine. I also have no preference.
Yes, it’s in pairs… lol, I just want to get this done :-) This class has been very challenging!!! I’ve noticed that the SL classes are much more rigorous than the PL classes. That is true.
Did you watch the collaborate session on Tues? Not yet I can send you the slide deck. I think she was addressing the LP (project 3) when she said that ‘motivation is the most important factor of the LP’ and we should only use one reading strategy. Really? Oh, I need to watch the session…. On its way.You rock! Thank you ma’am!!!
Okay, so we know grade 8, with SpiderScribe.net, and lesson 4.1… What else do we need to do??? How often do you want to meet on here???? And how do you want to do the questions??? Do you want to do them on here first or straight on the wiki when I get in???? The checklist / rubric has questions in two categories: Planning and Implentation. it would be more beneficial for each of us to take one half of each section so we are exposed to both. You have a lot more experience teaching than me, so this is really for my benefit. :) WE both have to comment on each item anyway.
The wiki thing is still no working…. Sorry, I was trying it really quick… I’ll re-email the wiki guy and email Dr. M to see if maybe she knows…
Okay, I agree… You want to take the first half of the planning and the second half of the implementation, and then we’ll switch???? OK, I think I got myself confused. Start over: the rubric is simply a checklist to make sure we didn’t miss anything. Let’s forget about that now. The Graphic Organizer is the thing we need to answer questions about. Yes! That is the thing that is divided in two categories… It’s also on pages 17-18 of the secondary book (and I assume the elementary one as well???) I just counted the “Planning” and there are 20 bullets (I counted the smaller bullets as one each) and there are 10 in the “Implementation”, but that might not be right because if there is a big bullet and then smaller bullets categorizing the big ones, do you count the big ones? That did NOT make sense…. lol, I’ll show you: It’s ok, I got it. It is a much clearer presentation in the book. The GO threw me because it’s not numbered.
Lol, okay :-) Yes! The organizer confused me….Maybe that’s why…. I could not understand it….. I’m thinking the wiki may be cumbersome, especially if we want to go out of order or reverse order, jump around, etc. I guess not really, but if we want to work on it at the same time, we already know that doesn’t work. Maybe we should do it on a GD and then paste our work in? I think that’s a better idea! lol I can paste in the skeleton of the GO into the wiki and also a fresh GD? Then we only paste in our responses into the wiki as we work incrementally. Does that make sense? Yes! I think that’ll work good… So we’ll do our work on the GD and then cut and paste onto the wiki? Yes, I think so. I’m just looking if anyone has asked question on BB. ok
Can we edit the graphic organizer only to reflect our grade level? For example, in the graphic organizer, under "Reading Developmental Level" one Note is on CRCSESL. Since we're doing CRCSSSL, can we delete the CRCSESL info? Also, under Instructional Strategies (List them!), can we delete "...on page 13 in CRCSESL or..."? If possible, I'd like the graphic organizer to be specific to our grade level.
You should edit the graphic organizer to reflect the instructional and grade level of the lesson plan you are deconstructing.
I suppose I should provide two graphic organizers - one for each book. No one has suggested that... until now.
That’s the only applicable Q right now. I’m still confused about the mind map. It seems the meat of the assignment is the GO. I feel like the mindmap is fluff and to get us to use a new tool.
From the AS: Use your mind-mapping/brainstorming tool to begin your discussion of the reading comprehension strategy (RCS), the lesson plan and its component parts such as alignment of RCS and S4L, graphic organizers, and the like.
It seems to me that the mind map is fluff and the meat of the assignment is the GO. Not really sure what to do with the mindmap.
Looks like you got dropped. I’ll paste the GO into the wiki and make a new GD with the GO and send you the link. Do you want to start the spider? We can actually do a lot of the work on our own and meet back here on Sunday at 3 PM? to review what we’ve gotten done? I’ll email you, too.
23 MAR
Howdy! I’m working on the GO on the following page. I started at the beginning and am skipping around a bit.
Hey! Okay, after reviewing everything and looking at the graphic organizer again, I see that I completely didn’t do it right… I am going to have to go back through and redo all the stuff that I did…. I will do that in the morning and interweave it through all the stuff you have…. :-/ Did you use the checklist / rubric instead of the GO? Dang it!!! No…. I was having problems reading the GO, so I just went off the book list of stuff… I didn’t realize all the extra stuff on the GO was stuff we had to answer…. Ugh! It seems as thoughw we answer the diamonds only. I agree, the GO is hard to read. sorry. Certainly you can cut and paste your work in instead of recreating the wheel?Yes, I can use parts of it, I just need to add a bunch….
Okay, so I do not understand what we are supposed to put on the brainstorming thing… I made the spider thing…. But I have no clue what goes on it…. I put the lesson title and then “Planning” and “Implementation” on it… But ????? Somebody asked about the mindmap on the DB. I’m looking it up. Ok….
Dr. M.,
Debbi and I have made our mindmap and are now looking at the graphic organizer. We have been looking through the checklist to make sure we have everything covered. I am confused about what needs to be on the mindmap and what parts of the checklist can be covered by the graphic organizer.
For example: under the "Planning" part of the checklist, one of the points is Collaboration - narrative about specific benefits. On our mindmap we listed how the teacher and librarian collaborated, but just puts things like: monitor students, model synthesizing information from sources, etc. We did not talk about the benefits. Do we need to add more to the mindmap?
Maybe I just don't understand what the specific purpose of the mindmap is. Is it JUST to map out the lesson plan we are deconstructing? This would mean that most of the items on the checklist would be covered by looking at our answers on the graphic organizer.
Thanks!
Kim
Dear Kim,
Thank you for your question. We talked about the mindmap in our Collaborate session on Thursday.
As you can see on the rubric, there are no specific criteria for the mindmap. In past semesters, some students have used it the way your team seems to have done -- to deconstruct the lesson plan. Others have used the map to outline the seven reading comprehension strategies. Others have used to it think about aligning the inquiry process they will use in their lesson with reading comprehension strategies, or various types of graphic organizers, or assessment.
One of the objectives for including the mindmap in this assignment is for you to work collaboratively on a mindmap, learn to use it to organize information in some way, and to consider how you might integrate one or more of these tools into student learning (your collaborate lesson plan).
Best,
Dr. M.
It is spiderscribe.net, username tklepac@twu.edu, password LS5443…. It only allows one user, so….. Okay, I’ll jot that down. Did they send you an email with a link, etc. If so, please forward that to me, too. Got the email and I’m in. Looks good so far…
So, do you want to reconvene another time, or do we have more to discuss right now?
The GD is doing something funky here… I’m checking to see if I got an email….Ok, I just sent you the email…
I just sent you an invitation to my wiki… I a.m still trying to figure out why I cannot accept your invitation, so... and it worked???? Okay, I just accepted. I see your pic and it says I have been added as a member...You’ll need to make a page or pages for this project. WEll, we have a back up plan now if you cant’ get into mine.
Yes, I’ll take care of that… I’ll also add you as an organizer person… I’m still hoping to figure out your wiki, but we’re getting short on time….. Yes ma’am!!!
So, do we have more to discuss tonight or do we want to set another date for getting together and drive on (though I’m ready to call it quits for today)
I agree, I think we’re pretty much good for now…. I’ll get on tomorrow and add my stuff to the top here and add pages, try more to figure out your wiki…. Then we’ll deal with the mindmap…. Do you want to meet maybe Wednesday or Thursday evening just to make sure we’ve got everything and email each other if we need to???? I was thinking to touch base on Tues / Thurs since it’s due on Fri. however, I have HOA things, so would only be able to meet about 9-9:30ish on those days.
okay, sounds good to me… So 9-9:30 Tuesday???? is that okay? Do you think we’ll have enough done by then? :-) Sounds good…. Sorry, I guess I pushed some wrong buttons….No, it’s been acting weird today. Oh, by the way, the diamonds are small v’s below… Oh! Okay!!! Thanks!
Maybe when I get on in the morning, it’ll wok better :-) Lol!!!! Ok :-) Same goes here….I’ll make some comments in the wiki discussion about how you are not able to get in. I need to email her to see if she has any suggestions… I will send that to her tonight...WEll, if there’s nothing else?...goodnight...Okay, bye!
Goodnight!!!! “See” you Tuesday!!!! Bye!
_
25 March
Howdy!
Hey maam!!!! Sorry, I was trying to answer a question and then find you :-)
how’s everything going? Welll…...I had a horse colic last night so I haven’t been able to get much work done today or last night, but I am working on it now… I have notes down and I’m trying to morph them into complete answers and everything, but…. Sorry about your horse, or is that you with the colic? lol I actually got stuff done, but not for this project. Pathetic! I did the elevator speech and a brochure for marketing. It was a lot more fun than this. I’m also still working on this GO and have not even touched the spider. s
Lol… I haven’t touched the spider either… And I had to get a project done for another class today because it is due tomorrow night, so when I had a few minutes today I had to do that...But, I’m planning on working on this tonight and at least getting half of it done… Then tomorrow I’ll get the rest done WEll, given the state of our own ineptitudes, do we just want to work through and reconvene on Thursday? That is the do (or due) or die time...
Lol, Yes, I think we should just work through the meeting, we don’t really have anything to discuss ;-) I am definitely going to stay up late working on this and then finish up tomorrow… My hope is that in our Thursday meeting we just finalize everything and then plan the 3.3 assignment…….Okay, I have an HOA meeting on Thursday and potentially can be here no earlier than 9:15. I think we should be prepared to stay up a little late with it; we’ll want to fully review all of our answers, the spider, and set the next work schedule. I’ll probably submit my rubric on Friday after I paste the corrected and confirmed GO into the wiki.
I agree…
Okay, so Thursday then?
Yes ma’am!!! At 9:15 or later…. I’ll be ready this time :-)
Goodnight.Thank you :-) and goodnight!!! See you Thursday!
___
27 Mar
Hey Christine! I just wanted to drop you a note prior to the meeting tonight… I finished my answers (or most of them, I’m going to go re-check after this), but I wanted to let you know that I changed up the format a little. I don’t know if it will show up right when it is put on the wiki, but it was bothering me :-).... I also highlighted one of your answers because I think you may have put the wrong answer there… I think that answer went somewhere else (right above it, and I copied and pasted it in your color for you :-)) But, I just wanted to bring it to your attention so you would know to go back and fix that particular question… It actually wants you to ask questions too… Anyway, I know tonight we are going to go back over the questions, but I just wanted to tell you why I highlighted it!!! Anyway, have a great day and I’ll see you tonight!!!!
Howdy! I’m still working on this thing! blech!
Ugh! I keep moving that up!!! I know! It takes forever!!!!! Okay, hi. I was just checking something out.:-) Hi! How’s everything going? Still trucking on. I’m getting there. Are you all done?Yes ma’am! I made myself finish this morning Let me look at the AS quickly...okay Have you written your reflection, too? Oh crap! I knew I was forgetting something!!!! Dang it!
Okay, so I will need to create another page within the wiki to paste a jpg? of the spider into. I think that will be easier, unless you want to provide the URL to her. Do you think it matters for that? I need to go on there and see… I don’t think that matters… I really think it’s just us using a new tool that we can prospectively use at our job….Let me go look at the spiderscribe stuff real quick… Ok, well it isn’t loading right now…. So I’ll try again in a little bit…
It looks like everything is pretty well done...You mean for the spider? No, I meant for the questions… Well, I am still working on some the questions. I think I left a few blank still and some the answers need a little work. Not many though are blank though, so that’s good, then it’s just checking the answers….Looking at the AS, each one of us turns in a rubric with basically the same info: URl for GO, URL for mindmap, and reflection directly on it. I just want to make sure that we are using the same URL for the mindmap, either directly or on the wiki. Okay, I agree… I am thinking that saving it on the wiki as a jpg might be easier and less problematic, but I’m not sure how to do that… Let me try to sign onto it again…. Two other wikis I checked used a direct link. Maybe we should go that route. Yea, I saw it both ways, but apparently you can only save the file as a .png???? So a direct link might be better…. A png would work, similar to a jpg, but I think smaller? Anyway, I can direct link, but you just need to make sure that it is public or at least not private.Oh! I see… Let me go change that right now… Give me a sec please….Okay, I changed it to “public with link”.... The link is http://www.spiderscribe.net/app/?026bcca0a5122a6a7ea355f4d72b7c19I’m guessing this won’t change when more is added….The link should not change. That is pretty awesome...great job!
:-) It actually turned out to be a pretty cool tool…. I’m sure if you actually paid for the services, it’d be cooler, but…..Yeah, no kidding lol So, do you need to add anything or make changes to the GO? If not, I will copy and paste it into the wiki when I finish. I’ll run back over it again, but I think I’m done… I actually did it on a Word document first so I’ve gone over it a few times already :-/ I had a little time on my hands this morning… The highlights are the ones I need to go over. :-) Okay… I think I’m done… I have my to-do list to finish this up. I also have to do my reflection….. Since I completely forgot….. :-0 when do you want to meet to talk about part 2? I was just about to ask you that…. Do you want to wait until Sunday or Monday night? Give us a chance to get over this one and to read the assignment sheet for the next one??? It’s due next Friday. Can we discuss it tomorrow evening? I have a paper due on Wed in another class, so I need to be more expedient than I currently am.Lol… Tomorrow evening is fine, I just can’t meet too early, I cannot met Saturday, so… What time would work best for you tomorrow? I was just going to ask you that. Whatever time. In the evening that is. I actually think around 9:00 would work the best… Is that okay??? Sounds good: 9 PM. Yes ma’amWill do. Thank you ma’am, you are awesome!!! Oh, I’m blushing...I was going to say you’re awesome, too. :-) Okay, well I’m going to hit the sack because I’m very sleepy…. But please let me know if I need to do anything :-) Sweet dreams… Goodnight!